Models for Improving College Teaching. This short essay reviews the education literature and suggest ideas for methods to make college instruction better. This is applicable to those of us who are running and teaching in library instruction programs in academia.
From the site:
Colleges and universities increasingly are investing attention and energy on issues related to teaching and learning. Institutions may be reacting to public demands for improved student outcomes or criticism of dominant research agendas. Still, because of the service they provide, some institutions of higher education may be focusing more on teaching and learning out of genuine concern and a sense of responsibility to students. Whether the motivation stems from a disturbed populace or a recognized obligation, colleges are making a commitment to improve student learning.
How well institutions respond to this "new" teaching and learning agenda may be a matter of debate, especially if some of the following criteria are considered: tangible rewards for good teaching, public recognition of faculty, resource centers for instructional development, credit for research and publication of teaching issues, and preparation of graduate students for college teaching (Halpern and Associates 1994). However an individual institution approaches such issues, faculty still bear the major responsibility for student learning (Davis 1993). Hence, faculty are expected to inspire an instructional renaissance (Svinicki 1990). As a consequence, faculty may renew their own commitment to lifelong learning and rekindle once again the excitement of discovery.